QUARTER 1-MODULE 5A: MULTIPLYING AND DIVIDING RATIONAL ALGEBRAIC EXPRESSIONS

LESSON 1: MULTIPLYING RATIONAL ALGEBRAIC EXPRESSION

WHAT I KNOW
1. A
2. C
3.D
4.B
5.A
6.C
7.B
8.B
9.D
10. A
11.B
12. D
13. A
14. A
15. B
WHATS IN
1. B
2.C
3.A
4.E
5. D
QUESTIONS:
1. For item 1, the greatest common factor (GCF) is only 1 and it is shown in the solution below:
2. For items 2-4 in column A, they have GCFs other than 1 and the way to find them is through factoring
the numerators and denominators. It is to look for the prime factors of the two numerators and then
looking at the prime factors for the two denominators. The following GCFs for items 2-4 is shown in the
provided solutions below:

3. After the factorization process of both the numerators and denominators for items 2-4 in column A,
what I did was to divide out the greatest common factors (GCF) or to simply just cancel the common
prime factors before the multiplying process. This is for the reason that the answer must be reduced and
simplified to the lowest terms and it can be obtained by doing the mentioned step.
4. Yes, I was able to divide out a factor of one fraction paired with a factor of the other factor during the
course of activity. I do think that it is allowed, since I did obtained an answer reduced in the lowest terms.
5. In multiplying fractions here are the steps to follow:
a. Find the greatest common factor (GCF) of the numerator and denominator.
b. Divide the top and bottom numbers of the fraction by the GCF (We can find the GCF either by trial and
error when the numbers are relatively small, or using Prime Factorization.)
c. Simplify or reduce the answer
WHATS NEW

SPEED TIME DISTANCE

2
3

QUESTIONS
1. The distance is solved with the formula: Distance= Speed x Time
2. In answering this activity, what I did was to first find the common factors of the numerator and
denominator and then divide it or simply by canceling it. This for the purpose on reducing the product
into the lowest terms for a simplified answer.
3. Since each entry of columns 2 and 3 has fractions that have a polynomial in the numerator,
denominator, or both, this considered to be rational algebraic expressions.
4. In multiplying a rational algebraic expression here are the steps to follow:
a. Completely factor both the numerators and denominators of all fractions.
b. Cancel or reduce the fractions by their common factors to reduce the product into its lowest forms.
c. Rewrite the remaining factor. 
WHATS MORE
A.

QUESTIONS:
1. The first thing that I did to find the products of the problems given was to first multiply the numerators
and denominators of the given rational algebraic expression.
2. The next step that I did was to find the greatest common monomial factor (GCMF) of the product of
numerators and denominators and then divide them. This is for the reason that in the next step, it is easier
to simplify the remaining factors in order to produce a product in its reduced form.
3. The last thing that I did was to simplify the remaining factors and then produce the product in its
reduced form.
B.

QUESTIONS:
1. The first step that I did in order to find the products of the problems given was to factor the numerator
and denominator. It is through looking for the prime factors then the common factors and there is a case
where I had to factor the trinomial in order to look for common factors between the numerator and
denominator.
2. After finding out the common factors the next step that I did was to divide or to simply cancel them in
order to obtain a product that is reduced in its lowest terms.
3. The last step that I did was to write the remaining factors then multiply the numerators as well as the
denominators so that the product is in its reduced form which is also the final answer in the process.

C.

QUESTIONS:
1. The method that I used was Method 2.
2. I decided to use method 2 since looking up on the given equation, I find it more convenient to divide
out the greatest common monomial factor (GCMF) before multiplying.
WHAT I HAVE LEARNED

EXPLANATION:
I know how to solve this problem by following the steps on multiplying a rational algebraic expression.
First, I have to find the GCMF of the numerator and denominator by factorization. For the first term, it is
composed of one term therefore it has only it doesn’t need to be factored. For the second term which has a
numerator and denominator of a trinomial, what I did was to factor the trinomial.
After that, I looked for the common factors of the numerator and denominator.
Then, divide out the common factors or simply cancel them which is in this case is the (y+4).
Finally, simplify the remaining factors to produce a product that is in a reduced form.
WHAT CAN I DO
QUESTIONS:
1. In the situation, the length of the rectangular plot as well as the width is already given so to find its area
all my friend needs to do is to simply multiply the given length and width. This is because the formula of
a rectangle is Area=length x width.
2.

LESSON 2: DIVIDING RATIONAL ALGEBRAIC EXPRESSIONS

WHATS IN

QUESTIONS:
1. In each item in column A, the second expression is what we call the divisor. The divisor is the number
that is dividing the dividend and it is located to the right of the division symbol.
2. What I did to the divisor is to reciprocate it. In finding the reciprocal (inverse) of the divisor (second
fraction)  it is by flipping it upside down. For example, the reciprocal of a/d is d/a/.
3. After finding the reciprocal of the divisor what I did was I change the division operation into a
multiplication. What I did in this step was to multiply the first fraction (dividend) by the reciprocal of the
second fraction (divisor).
4. For items 2, 3 and 5, they all have a greatest common factor (GCF) so what I did was divide it in order
to produce a resulting quotient that is in its lowest terms.
5. In dividing fractions, below are the steps to follow:
a. Find the reciprocal of the divisor (second fraction) by flipping it upside down. The reciprocal of a/d is
d/a.
b. Multiply the dividend (first fraction) by the reciprocal of the divisor.
c. Simplify the “new” fraction that comes out after multiplication by reducing it to lowest term.
WHATS NEW
1. First, looking at Ellen’s answer it is obvious that it is not simplified and one rule in dividing rational
algebraic expressions is to produce an answer that reduced in its lowest terms. Second, it can be observed
that in Ellen’s step 2, she immediately multiplied (x^2-9) and (x-3) which is wrong because the
expression (x^2-9) can be factored out using the rule a^2-b^2= (a-b)(a+b) therefore it will result to (x+3)
(x-3). The resulting expressions can then be divided out or cancelled by their common factors,
2. In Ellen’s first step, she did the right process which was to first find the reciprocal of the second
fraction (divisor) by flipping it upside down.
3. In step 2, this is the process where Ellen forgot to factor out the binomial (x^2-9). I would suggest that
Ellen should find its factored form so that after dividing out the common factors, it would result to a
quotient that is reduced in its lowest terms.
4. The resulting quotient is (x-3)
5. Here is a solution that I did in dividing the rational algebraic expression:

WHATS MORE
QUESTIONS: (A AND B)
1. From the expressions, the second expression is the divisor. This is the expression that is dividing the
dividend and it is located to the right of the division symbol. What I did to the divisor in order to get the
quotient is to find the reciprocal of the divisor or its multiplicative inverse.
2. In order to find the GCMF of both the numerator and denominator, what I did is that I first applied the
rule of factorization especially in B in which the given numerator of the first expression is a trinomial,
what I did was factor out the expression using a^2+2ab+b^2= (a+b)^2 before factoring the GCMF. After
factoring the GCMF, I divided it out or simply cancel common factors.
3. So after dividing the GCMF, what I did was I simplified the remaining factors it was done through
distributive property and FOIL method to get the quotient in a reduced form.
QUESTIONS: C
1. From the expressions, the second expression is the divisor. This is the expression that is dividing the
dividend and it is located to the right of the division symbol. What I did to the divisor in order to get the
quotient is to find the reciprocal of the divisor or its multiplicative inverse.
2. In order to find the GCMF of both the numerator and denominator, what I did is that I factored out the
first expression’s numerator and denominator which are trinomials, what I did was factor out the
expression using a^2+2ab+b^2= (a+b)^2 before factoring the GCMF. After factoring the GCMF, I
divided it out or simply cancel common factors.
3. So after dividing the GCMF, what I did was I simplified the remaining factors it was done through the
FOIL method to get the quotient in a reduced form.
WHAT I HAVE LEARNED (HARRY KOPYAHA SA TONG FORMAT SA MODULE)
1. divide rational algebraic expressions
2. determine the divisor
3. divisor
4. division sign
5. (x-2)/y
6. y/(x-2)
7. denominator
8. (x-3)(x-2)
9. multiplication
10. divide out
11. reduced form
12. (x-2) (y)
13. (x-3)/y
WHAT I CAN DO

QUESTIONS:
1. Based on the solution and the derived resulting quotient, the height of the triangular tree guard is (TAN
AWA UNSAY AKONG GI BOX)
2. For this activity, what I did was first identify the formula of the area of a triangle which is A=1/2bh. I
then derived the formula to get the height formula of a triangle. After that, I substituted the given values
and then performed the same process in dividing a rational algebraic expressions in order to get the
quotient in a reduced form which is in this case is the height of the triangular tree guard.
ASSESSMENT:
PANGOPYA DDTOA

QUARTER 1 – MODULE 5B: ADDING AND SUBTRACTING SIMILAR AND DISSIMILAR

RATIONAL ALGEBRAIC EXPRESSIONS
WHAT I KNOW
1. A.
2. C
3. C
4. D
5. B
6. A
7. D
8. D
9. A
10. C
11. C
12. A
13. A
14. B
15. B
LESSON 1: ADDING AND SUBTRACTING SIMILAR RATIONAL ALGEBRAIC
EXPRESSIONS
WHATS IN
1. B
2. C
3. A
4. E
5. F
SOLUTION:
B.
1. 11/15
2. ¼
3. 1
SOLUTION:

QUESTIONS:
1. To reduce the expressions in Activity A, what I did was I did simplifying the fraction in which to
reduce a fraction to lowest terms, I divided the numerator and denominator by their Greatest Common
Factor (GCF).
2. All the groups of fractions in Activity B are called similar fractions because they have the same
denominator, which is also called a common denominator. 
3.
_____c_ Numerators are added or subtracted and the common denominator is copied
_____b_ The fractions are combined into one fraction
___d___ Common factors of the numerator and denominator is/are divided out
_____a_ The numerators and denominators are expressed into prime factors
WHATS NEW
1. Find the distance around the rectangular plot as illustrated

2. Find how long the other side of the plot that is illustrated below
QUESTIONS:
1, Since fractions with the same denominator are called similar fractions, rational algebraic expressions
that have the same denominator are called similar rational algebraic expressions.
2. In item 1, what I did was follow the given formula which was Distance around the plot= Side 1+ Side
2+ Side 3 +Side 4. Since there are 4 sides that were given, I added them all since they are similar
algebraic expressions, I simply copied the common denominator and then perform addition in the
numerator.
3. Its very important to remember that in a rectangle, opposite sides have the same lengths and are
parallel. What I did was simply to subtract the side 2 (found at the bottom) to the given side 1 (found at
the top) to get the full length of the side 1.
4.
YES Numerators are added or subtracted and the common denominator is copied
YES The fractions are combined into one fraction
YES Common factors of the numerator and denominator is/are divided out
YES The numerators and denominators are expressed into prime factors
5. Yes. I did find similarities in terms of the solving process between adding and subtracting similar
fractions and adding and subtracting similar rational algebraic expressions.
WHATS MORE
A.

QUESTIONS:
1. For the numerator, what I did was added both of the numerators and as for the denominator, since both
of them have a common denominator of 4, I just copied the denominator as I combined the fraction as a
whole.
2. Find their greatest common factor and then divide both the numerator and denominator with it to
simplify the sum and expressed it in reduced form.
B.
QUESTIONS:
1. I did the same process as in A in which for the numerator, what I did was a\dded both of the
numerators and as for the denominator, since both of them have a common denominator of 4, I just
copied the denominator as I combined the fraction as a whole.
2. Yes, I did find like terms among the collected terms in the numerator I grouped them together or
combine them as shown in my solution above and performed the needed operations.
3. The factoring technique I applied is the finding the greatest common monomial factor (GCMF) to then
divide out the common factors.
4. The same process as in A in which I find their greatest common factor and then divide both the
numerator and denominator with it to simplify the sum and expressed it in reduced form.
C.

QUESTIONS:
1. . I did the same process as in A and B in which for the numerator, what I did was added both of the
numerators and as for the denominator, since both of them have a common denominator of 4, I just
copied the denominator as I combined the fraction as a whole.
2. Yes, I did find like terms among the collected terms in the numerator I grouped them together or
combine them as shown in my solution above and performed the needed operations.
3. The factoring technique I applied are the finding the greatest common monomial factor (GCMF) in the
denominator and factoring a trinomial in the numerator and then divide out the common factors.
4. The same process as in A and B in which I find their greatest common factor and then divide both the
numerator and denominator with it to simplify the sum and expressed it in reduced form.
D.

QUESTIONS:
1. What I did to make the denominators alike was to rewrite 2-3x in terms of 3x-2. I applied the
commutative property of addition and then factored out the -1.
2. Yes, I found successive signs in the numerator and what I did was just to simply multiply.
3. Since in the combination of the numerators, it resulted in to a trinomial therefore the factoring
technique I applied is factoring the trinomial.
4.The same process as in A,B and C in which I find their greatest common factor and then divide both the
numerator and denominator but the difference is that I it simplified their difference and expressed it in
reduced form.
E.

QUESTIONS:
1. . I did the same process as in A, B and C in which for the numerator, what I did was added both of the
numerators and as for the denominator, since both of them have a common denominator of 4, I just
copied the denominator as I combined the fraction as a whole.
2. Yes, I found successive signs in the numerator and what I did was just to simply multiply.
3. Since the denominator is expressed in a trinomial therefore the factoring technique I applied is
factoring the trinomial
4. The same process as in A,B,C and D in which I find their greatest common factor and then divide both
the numerator and denominator but the difference is that I it simplified their difference and expressed it in
reduced form.
WHAT I HAVE LEARNED
1. similar rational algebraic expressions
2. write the given as one expression
3. copy common denominator
4. combine like terms in the numerator
5. the same variable of like exponents
6. 6, -1 and 2
7. addition and subtraction
8. 3p and 3
9. reduced form
10. 3
11. p+1
WHAT I CAN DO
A.

B.

y
C.

D.

QUESTIONS:

1. To find the LCM, what I did was the least common multiple can be found by multiplying the highest
exponent prime factors of 12 and 15. First, I calculated the prime factors of 12 and 15. Then, I multiplied
the highest exponent prime factors to calculate the LCM of 12 and 15.
2. I first solved for the LCM of the denominators to get the LCD and then multiplied the unique factors.
3. Yes, the LCD and the LCM require the same math process which is finding a common multiple of two
(or more) numbers. The only difference between LCD and LCM is that the LCD is the LCM in the
denominator of a fraction. So, one could say that least common denominators are a special case of least
common multiples.
4. To find the missing fraction variable in the proportion I used cross multiplication to calculate the
unknown variable x. I then solved the proportion between 2 fractions and calculate the missing fraction
variable in equalities.
5.
YES Find the LCD.
YES Find the equivalent fractions of the given
YES Perform the indicated operation using the equivalent fractions with the LCD as denominators
YES If the resulting numerator and denominator in the sum or difference have common factors, reduce by
dividing out the common factors.
Lesson 2
WHATS NEw
1. Find the distance around the rectangular plot as illustrated

2. Find how long the other side of the plot is illustrated below

QUESTIONS:
1. Similar rational algebraic expressions with common or similar denominator are called similar rational
algebraic expressions so rational algebraic expressions that have dissimilar denominators are called
dissimilar rational algebraic expressions.
2. In item 1, what I did was follow the given formula which was Distance around the plot= Side 1+ Side
2+ Side 3 +Side 4. Since there are 4 sides that were given, I added them all since they are dissimilar
rational algebraic expressions, I multiplied both the denominators to have a common denominator and
then perform cross multiplication.
3. Its very important to remember that in a rectangle, opposite sides have the same lengths and are
parallel. What I did was to subtract the side 2 (found at the bottom) to the given side 1 (found at the top)
to get the full length of the side 1. Since I am operating with dissimilar rational algebraic expressions, I
multiplied both the denominators in order to have a common denominator then perform cross
multiplication and lastly perform the subtraction operation.
4. YES Find the LCD.
YES Find the equivalent fractions of the given
YES Perform the indicated operation using the equivalent fractions with the LCD as denominators
YES If the resulting numerator and denominator in the sum or difference have common factors, reduce by
dividing out the common factors.
5. Yes. I did find similarities in terms of the solving process between adding and subtracting dissimilar
fractions and adding and subtracting dissimilar rational algebraic expressions.
WHATS MORE
A.

QUESTIONS:
1. To find the least common multiple (LCM) of the monomials and polynomials what I did was to
factorize them and arrange the like factors in one column and then I brought down each kind of factor in
each column. And last step was I multiplied all the factors that were brought down and the product is the
LCM.
2. The factoring techniques that I applied in item 2 were for the trinomial expression I applied factoring
the trinomial and then for the binomial expression I used factoring differences of two squares.
B.

QUESTIONS:
1. To find the LCD of the unlike expressions above, what I did was do the math process in finding the
LCM of the denominators. I factorize the given monomials and polynomials and unique factors were then
multiplied to get the LCM.
2. To transform the dissimilar rational algebraic expressions to similar, what I did was to first factor the
denominator of each fraction to helo me in finding the LCD of the denominators since they are not the
same. So in finding the LCD is also finding the common denominators of the expressions thus making
them similar rational algebraic expressions.
3. I found 3 pairs of like terms in the numerator: 1 pair of quadratic term, 1 pair of linear term and 1pair
of constant term.
4. What I did was I change the sign into its opposite.
5. For no. 2, since the denominators are expressed in trinomial so I used the factoring of trinomial
method and then one expression is done by factoring the GCMF. For no. 4, since both the denominators
are expressed in trinomials, I used the factoring technique of a trinomial.
WHAT I HAVE LEARNED
Explanation
I know how to solve this problem by following the steps on multiplying a dissimilar rational algebraic
expression.
First, I solved for the LCD of the three expressions
After that, I find the equivalent expression of each of the given using the solved LCD as the denominator
Then, I proceed to perform the operation using the equivalent fractions and using the steps of algebraic
expressions.
Finally, collect like terms and simplify the numerator.
WHAT I CAN DO

ASSESSMENT
PANGOPYA OY SA ANSWER KEY
QUARTER 1- MODULE 5C: Solving Problems Involving Rational Algebraic Expressions
WHAT I KNOW
1. B
2. C
3.A
4.A
5.B
6.D
7.D
8.A
9.B
10. D
11.A
12. A
13. B
14. C
15.A
LESSON 1: SOLVING PROBLEMS INVOLVING RATIONAL ALGEBRAIC EXPRESSION
TRY THIS OUT
A.
1. D. x-5
2. E. 2(4y)
3. A. n/6
4. B. 5x
5. F. x+7
B.
1. P= perimeter, s=side, so a formula of the perimeter of a square is four times the length of one side 
2. A=area, s=side, so a formula of the area of a square is the square of its side
3. A= area, b=base, h=height, so a formula of the area of a triangle is one-half of the product of its base
and height

Questions:
1.Yes, I was able to correctly match the verbal phrases in column A with its corresponding algebraic
expression in column B .
2.Maybe, I wasn’t able to exactly translate each formula in B with its equivalent verbal statement thus I
do consider mine still correct because there were only a few errors in terms of the structure of the
sentence but the thought is there.
3. For the matching activity, I didn’t find it difficult since for me I do think I am already equipped with
the knowledge of constant and variable alongside with symbols of relations and operations that has helped
me in facilitating the translation of verbal phrases into mathematical phrases. For the translating into
verbal statement which is vice versa to the matching activity, I do find it difficult. This is for the reason
that there is really a need to consider the structure of the sentence as well as the accurate word to use to
represent the symbols.
4.
5.
6.
WHATS NEW
Will the pool be full?
1.
QUARTER 1- MODULE 9
Writing the Linear Equation Ax+By=C in the Form y=mx+b and Vice Versa
WHAT I KNOW
1. B
2.A
3.C
4.C
5.A
6.D
7.B
8.A
9.C
10.D
11.A
12.B
13.B
14.C
15.D
WHATS IN

QUESTIONS:
1. For me, it was easy to classify the given forms into the standard and slope intercept choices that is
because I’ve already encountered these terms in the previous lessons. So what I did was just placed all the
equations starting with the y variable on the slope intercept form since it is in the form of y=mx+b while
equations with a constant number on the right side of the equation I placed them all in the standard form
since it is in the form of Ax+By=C. That is how I easily distinguish the two forms.
2. To differentiate both of them, the standard form of a linear equation in two variables is written as
Ax+By=C where A, B and C are real numbers, and A and B are not both zero. Also, the slope-intercept
form of the equation of a line is written in the form of y=mx+b where m is the slope and b is the y-
intercept, m and b are real numbers.
WHATS NEW

WHATS MORE
1. F
2.E
3.A
4.D
5.B

1. I find the activity just bearable and moderate in terms of difficulty. No, I don’t think it’s really that
difficult because there is a certain form (y=mx+b) to follow which makes it easy.
2. In rewriting the above linear equations in the slope-intercept form ( y=mx+b), it involves isolating the
variable y in the left side of the equation.
3.

ACTIVITY 2: SET ME TO MY STANDARD!

1.
2.
3.
4.
5.
QUESTIONS:
1. In performing this activity, I can really say that this is a good mental exercise. Applying the necessary
steps as well as the calculation process made me really think hard just so I can solve and arrive at the
correct answer.
2. Yes, I do think that finding the standard form of a linear equation is just in moderate in terms of
difficulty. This is because to write slope intercept form y=mx+b to standard form Ax+By+C=0 and let
m=A/B, in its broadest sense, I just have to collect all the terms on the left side of the equation and then
multiply the denominator B to get rid of the fraction.
3. Having a good foundation on my learnings on mathematical principles and concept really helped me in
finding the standard form of a linear equation. The following mathematic principles applied in the course
of action of this activity are the following:
a. Addition Property of Equality
b. Associative Property for Addition
c. Additive Inverse
d. Identity Property for Addition
e. Commutative Property of Equality
f. Slope-intercept form
g. Standard Form

ACTIVITY 3.

QUESTIONS:
1. I think that this activity involving the process of rewriting the given linear equations into specified
forms such as the slope intercept form and the standard form is just bearable. In the previous activities,
I’ve already practiced the concepts and principles involving the solving process which made it easy for
me to transform the following equations.
2. The properties of equality that I’ve applied in rewriting the equations are the following:
a. Multiplication Property of Equality
b.Addition Property of Equality
WHAT I HAVE LEARNED:
Problem 1.
Problem 2.

ASSESSMENT
IKAW NA BAHALA PANGOPYA ANI RY SA ANSWER KEY
ADDITIONAL ACTIVITIES

MODULE 10: Graphing Linear Equations

WHAT I KNOW
1. A
2. A
3.B
4.D
5.A
6.C
7.C
8.D
9.B
10.A
11. A
12.B
13.D
14.C
15.C
WHATS IN

WHATS NEW
1.

Questions:
a) I’ve observed that in order to draw a graph of a linear equation, it needs a minimum of two points. And
after drawing and connecting the two given points, it formed a line. Therefore, two points determines a
line.
b.) In the linear equation